Archive for the ‘Standard written English’ Tag

Non-English Proficient   Leave a comment

Non-English Proficient

Teacher Modeled Instruction

1.3 Identifies simple prefixes, common suffixes, and abbreviated words in context.

_ Use Word Wall* activities to add suffixes to known words -s, -ing,-ed

_ Use pictures, modeling to demonstrate change in meaning

_ Explain, explore common abbreviations as they arise

_ Select a “king of -ing” who adds “-ing” to a variety of words

Limited English Proficient

Teacher Guided Instruction

1.3 Identifies the meanings of simple prefixes, common suffixes, and abbreviated words in context and use context clues to determine word meanings.

_ Use NEP activities and;

_ Add simple prefixes un-, re-, etc.

_ Generate words by adding prefixes and suffixes

Fully English Proficient

Independent with Teacher as Monitor

1.3 Uses dictionaries and glossaries to determine the meanings and other features of unknown words.

_ Use NEP and LEP activities and:

_ “Grow Words” starting with the root and adding prefix and suffix elements

Ex: Depend

Dependable

Undependable

_ Discuss/demonstrate changes in meaning

_ Use activities in Making Big Words

_ Use dictionary to look at root word and see how morphemes change the meanings

_ Use Word Banks, word sorts, and word hunts in text

_ Use CLOZE* activities-Dictations, words on the wall and content words

THE SECOND LANGUAGE

ACQUISITION PROCESS

Students acquire a second language by taking in language that they understand, by producing language that is understood by others, and by doing both in the context of interaction that promotes language learning. In the process of participating in communication, Second Language Learners (L2) begin consciously, as well as unconsciously, to structure a representation of the particular target language, a task the human brain is uniquely qualified to do. As the learner engages in communicative interaction, the representation of the target language can be refined and rules generated. This gradually developing linguistic system is called an inter language; it rests somewhere on a continuum between the speaker’s first language and the language that he or she is learning. On this continuum, different aspects of the language may develop at different rates; thus the learner’s syntax, for example, may be further from the target language than his or her pronunciation. The L2 traits that characterize this inter language are the result of the learner’s less than perfect representation of the target language. They are often the result of incorrect guesses on the part of the learner about how to say something in English. These faulty hypotheses, however, are a crucial part of the L2 learning process. Feedback, either formally from a teacher or informally from other speakers, can cause the learner to revise these hypotheses; over a long period of time these revisions can help the learner approach mastery of the language. Unfortunately, if L2 learners function for long in a language without getting adequate feedback, they may not fully develop their control of the language. In fact, their language development may stop before they have acquired all the Natures of the language.

THE CHALLENGE OF ACADEMIC LANGUAGE

Acquiring the kind of language required in academic settings is a far more challenging task than learning a language for merely conversational purposes and takes much longer. L2 learners are often at a disadvantage because they are faced with the task of acquiring and using English at the same time they are trying to learn academic subjects. Classroom lectures in, say, science or social studies are given in English; a report for science must be written in English; and assignments in mathematics courses often require both sophisticated reading and writing skills in English for the student to offer a solution to a problem. Thus, in instances where their English -speaking peers have only to accomplish one task, L2 learners have to confront two types of learning tasks – one in acquiring a new language and the other in gaining content mastery.  In classrooms where the language of instruction is English, much of what many L2 learners who lack sufficient English skills hear and even more of what they are assigned to read may be ultimately incomprehensible to them. Students are often asked to read tests that are far beyond their language capacity to understand. They can derive meaning from such tasks only when specifically designed activities accompany the assignment to make tests comprehensible. For example, teachers can preview the material and attempt to activate students’ background knowledge and help to fill in the gaps by explaining and defining words and helping students understand concepts. Further, teachers can also help students monitor their listening and reading and teach them to ask for help when they do not understand what is presented in class or in a textbook. Without this kind of assistance, L2 learners, even when surrounded by spoken and written English, will “tune out” learning, and their exposure to English will contribute little or nothing to their language development.

This guide is a document developed for teachers of grades K-12 and/or teachers in classrooms designed to serve specifically Limited English Proficient (LEP) students as well as those students who were previously identified as LEP students. With the recent passage of the “No Child Left Behind” Act of 2001, local and state educational agencies must provide researched-based instructional educational programs designed to help LEP students achieve the same academic content and academic achievement standards that other children are expected to meet. We believe that all children must meet the English Language Arts standards in the Philippines. In order to fulfill our national initiative to ensure that all learners achieve high academic standards, this guide provides a correlation of researched-based strategies in the form of ESL skills, coupled with effective performance activities, to the adopted English Language Arts Standards. This invaluable tool that supports our existing curriculum was developed by a team of interdisciplinary experts representing the English, Reading, and ESL teachers and consultants as well as school administrators who presently serve diverse learners, including LEP students.

The following sections in the guide, elementary and secondary, will provide a well-structured alignment of teaching and learning strategies to link ESL skills and performance activities to the adopted English Language Arts (ELA) standards established by the Department of Education.

Non-English Proficient

Teacher Modeled Instruction

1.1 Uses knowledge of high-frequency words to read texts aloud with fluency, accuracy, and expression.

_ Use Shared Reading* with enlarged text (big books, charts, overheads)

_ Use predictable, patterned text*

_ Use Readers’ Theatre*

_ Use CLOZE* activities

_ Use Word Wall (and support activities (cite Cunningham) that are meaningful

_ Use simple stories with strong picture support that repeat high frequency words in context (e.g.; Rigby, Wright Group, Dominic Press)

_ Use Guided Reading*

_ Locate known words in text

Glossary Term

1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text in English.

READING – K-6

Fully English Proficient

Independent with Teacher as Monitor

Limited English Proficient

Teacher Guided Instruction

1.1 Reads texts aloud with fluency, accuracy, and appropriate intonation and expressions; read high frequency words to build fluency.

_ Rhythms, choral reading

_ Read logos and signs in environment

_ Content Shelter Text Highlight:  Vocabulary Read with Fluency,

_ Sing songs, read poems

UFOTV: Above Top Secret – UFOs, Nikola Tesla, Free Energy and Antigravity   Leave a comment

English: Mark Twain (penname of Samuel Langhor...

English: Mark Twain (penname of Samuel Langhorne Clemens) in the lab of Nikola Tesla, spring of 1894. (Photo credit: Wikipedia)

UFOTV: From Legend to Reality - UFOs, ET and Human Origins

http://www.youtube.com/watch?v=M0wPz4PLQ-k&feature=player_detailpage

UFOTV: Above Top Secret – UFOs, Nikola Tesla, Free Energy and Antigravity

EBE Award Winner! Best Historical UFO Documentary – International UFO Congress. This film explores the history of our modern technological age, secret advances in science, the question of UFOs, and how our world governments have controlled the flow of information to the public regarding the truth about UFOs. Nikola Tesla, Free Energy and Antigravity Technology are also investigated. Includes a fantastic collection of interviews from top scientists and researchers from around the world, stunning computer graphics and incredible photos and video of UFOs in flight.

Prepare to embark on a mind bending journey through the worlds of science, spirituality, ancient alien cultures and the future of our modern technological age. Along this journey you will visit the most dramatic sacred sites, explore the worlds greatest alien mysteries, and see the future of life on Earth.

Now drawing on shocking new discoveries from the world’s greatest scientific minds, The UFOs and Cosmic Dimension Series presents factual proof of UFO and Alien influences today that have shaped history and human evolution for thousands of years. Includes shocking eyewitness accounts, stunning film of UFOs, explosive classified information, incredible statements from major scientists and international experts and is to this day, one of the most complete profiles on UFOs and Exopolitics ever released to the public.

UFOs and Cosmic Dimensions – The Series: NOW on DVD in a New 3-DVD Special Edition – Cat# U427 – Go to http://www.UFOTV.com.

https://www.youtube.com/watch?v=JnXpvqnbq-s&list=UUXQLi3m2DChIXXKVT7R9G4A&feature=player_embedded#t=0s
E & G English school, which is located on the waterfront in Davao was named the safest city in the Philippines realize cheap rates reasonably, to reduce the cost study abroad you can. I am a complete environment of optimum excellent teachers, and friendly staff. It offers a curriculum that is customized for improvement of ability of individual students in particular, for this reason, it offers small group lessons of 4 hours and one-on-one class of 4 hours a day.

June 10 (Mon): No classes

※ 12 Wednesday, June Independence Day the (Independence day)

I will transfer on Monday June 10.

· June 14 (Friday): level test, quarantine

※ After lunch, going out possible. 15 I go out all the time to ask.

· June 15 (Sat): official TOEIC test

※ Please apply to Saturday 8th seekers

http://eng-ryugaku.com/

E & G International Language Center
Maryknoll Road, Davao City, Philippines

Enginternationallanguagecenter@yahoo.com

davaoeng@gmail.com

alvindavis99@gmail.com

https://www.youtube.com/watch?feature=player_detailpage&v=h8VYaTMgGoY#t=3s

1. There is never “SNOW” in the Philippines. The students here love it and learn english at the same time.
2.Cheep rate!!!!
3. EASY
4. Native Teachers from Western MEN and WOMEN

다바오 E&G어학원소개
www.youtube.com
필리핀 다바오에 위치한 이앤지어학원 소개입니다. 학원모습, 수업모습, 강사들의 모습, 그리고 이앤지를 다녀간 학생들의 모습을 담아보았습니다. 짧은 영상으로 이앤지를 다 보여드릴 수는 없지만 참고가 되었으면 합니다.

[필리핀어학연수] 다바오 E&G어학원소개
www.youtube.com
필리핀 다바오에 위치한 이앤지어학원 소개입니다. 학원모습, 수업모습, 강사들의 모습, 그리고 이앤지를 다녀간 학생들의 모습을 담아보았습니다. 짧은 영상으로 이앤지를 다 보여드릴 수는 없지만 참고가 되었

[필리핀어학연수] 다바오 E&G어학원소개

http://www.youtube.com

필리핀 다바오에 위치한 이앤지어학원 소개입니다. 학원모습, 수업모습, 강사들의 모습, 그리고 이앤지를 다녀간 학생들의 모습을 담아보았습니다. 짧은 영상으로 이앤지를

 

Posted October 7, 2012 by Teacher Alvin in LEARNING ENGLISH

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Are there any health benefits to drinking coffee?   Leave a comment

1) Are you a ‘coffeeholic’?
2) Do you care if you have instant or blend coffee?
3) Do you need coffee to wake you up in the morning?
4) Is coffee bad for you?
5) Does coffee affect your appetite?
6) What do you think of Starbucks?
7) Do you think caffeine is a dangerous drug?
8) What do you think of the new trend of flavored coffee?
9) Do you like the smell of coffee?
10) What would you like to know about coffee?

 

A cup of Turkish coffee served on a terrace in...

A cup of Turkish coffee served on a terrace in Istanbul. (Photo credit: Wikipedia)

 

 

1) Are there any health benefits to drinking coffee?
2) What do you know about coffee production and who gets the big profits?
3) Would you drink less coffee if you knew it stained your teeth?
4) What is the difference between blend, cappuccino and espresso?
5) Does coffee grown in different parts of the world taste differently?
6) What role does coffee (or tea) play in your life?
7) What’s the difference between Irish coffee and Turkish coffee?
8) Do you know what fair trade coffee is?
9) Do you like coffee sold in cans?
10) What do you think happens when you overdose on coffee?

 

 

 

 

Posted September 25, 2012 by Teacher Alvin in LEARNING ENGLISH

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LCCI?? WHAT IS IT? LOOK HERE   Leave a comment

LCCI English Language Qualifications

English: Examination

English: Examination (Photo credit: Wikipedia)

London Chamber of Commerce and Industry International Qualifications are recognised by a wide variety of educational institutions and commercial organisations around the world. They include a wide range of practical written and oral English language certificates oriented to the business world, including those shown below.

The language levels used may be aligned with the Common European Framework.

EFB (English for Business)
EFB is a written examination and is designed to test communication in business with tasks based on real business activities. This qualification is intended for candidates at all levels, from those with a basic understanding of English in a business context to those who have reached a high standard of productive English usage. There is an optional Oral Test available at all levels, which tests a candidate’s speaking and listening skills by discussing a business-related topic.

SEFIC (Spoken English for Industry and Commerce)
SEFIC is designed to meet the spoken language requirements of business people today. These examinations are highly practical, one-to-one interviews that assess a candidate’s ability to communicate in either a business or a work environment. The examinations are conducted through a combination of tasks, e.g. general conversation, role-play, listening and reading comprehension.

English for Tourism (EFT)
EFT is an award made up of a written component (Written English for Tourism – WEfT) and an oral component (Spoken English for Tourism – SEfT). The two components can be taken at either Level 1 or Level 2. Although written and oral examinations can be taken separately, candidates are recommended to take both parts where possible.

 

Posted September 21, 2012 by Teacher Alvin in LEARNING ENGLISH

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